Mathematics teacher training in the pandemic

legacies of the UFRN Pedagogical Residency Program

Abstract

The Pedagogical Residency Program provides immersion, that is, the practical experience in spheres of teaching activities of the future teacher in Basic Education schools. It is inferred from this that such immersion will take place directly on the "floor" of the school, articulated and set with other actors of education, such as the school community. However, at the beginning of 2020, the world population was surprised by Covid-19, which directly impacted the direction the Program would take, as well as all education and society affected by the pandemic. We were facing an atypical phenomenon and it was necessary to rethink and (re)invent our pedagogical practices so that it was possible to continue the activities of the Program, contributing, in parallel, to the challenges of education in this context. Therefore, this article aims to report such experiences that show this process of (re)invention from the perspective of teaching and from the perspective of Mathematics teacher training. Thus, in a qualitative approach anchored in descriptive procedures, we evidenced, throughout this report, several moments of learning, reflection and reinvention, above all, driven by activities in the Mathematics subproject of the UFRN PR Program, leaving a legacy for initial and continued training of students. teachers, as well as for Basic Education. As a result, we point out that RP allowed us to immerse ourselves in the teaching context, even in a remote format, from the moment we were faced with the numerous situations that arose and we tried to overcome them, for example, through training activities and proposition innovative activities in schools.